N of 1 Client-Centric Care: Demystifying Pediatric Psychopharmacology

Archived Webinar (Original Date: March 7, 2019)

Presented by Joel Lamoure, RPh, DD, FASCP

The intended goal of this archived webinar is to build capacity for the participant in child and youth psychopharmacology. We will explore a root cause therapeutic thought process assessment tool for medication interventions. Specific medication groupings, polymorphisms and epigenetics will also be discussed to allow evidence-based medicine to be translated into evidence-based decisions for the client receiving treatment.

Practical Psychopharmacology for More Complex Mental Health Presentations: A 3 part series 3

The intended goal of this series of webinars is to facilitate clinical discussion regarding the pharmacologic management of complex mental health presentations in children/youth. These clients often use stimulants, antipsychotics, mood stabilizers, anti-depressants/anti-anxiety medications, each of which has their own risks and benefits from an evidence-informed lens. Often times, mental health presentations can be complicated by symptom complexity, medical and mental health co-morbidities as well as medication related complexities, including kinetics, dynamics and polymorphisms. This webinar series will review factors to consider when prescribers are faced with similar situations.

The intended goal of this series of webinars is to facilitate clinical discussion regarding the pharmacologic management of complex mental health presentations in children/youth.

The content in this presentation is for personal study and is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of a physician or other qualified health provider with any questions you may have regarding a medical condition.

Improving Safety with Psychotropic Medications

Summarize the current context regarding children, youth, and psychotropic medication use

Define ‘risk-benefit’ ratio and how it applies to children and youth who are prescribed psychotropic medications

Provide examples regarding how the child/youth’s circle of care can facilitate safe use of psychotropic medications

List tools that can be used for psychotropic medication monitoring

The content in this presentation is for personal study and is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of a physician or other qualified health provider with any questions you may have regarding a medical condition.

The intended goal of this series of webinars is to facilitate clinical discussion regarding the pharmacologic management of complex mental health presentations in children/youth.

The content in this presentation is for personal study and is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of a physician or other qualified health provider with any questions you may have regarding a medical condition.

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{"term":"Commensurate","description":"To be Equal"},{"term":"emotional disorder","description":"There are several different emotional disorders, and people can have more than one. Someone with an anxiety disorder has a lot more than the usual amount of fears and nervousness. Someone with a depressive disorder often feels sad, irritable, hopeless, or moody. A person with an obsessive-compulsive disorder or trauma-related disorder may have thoughts or reactions that impact their thinking, feeling, and behaviour, causing major problems in their day-to-day life."},{"term":"evidence based practice","description":"Evidence based practice means applying the best available research results when making decisions."},{"term":"informed consent","description":"Informed consent means our workers will explain to you and your child:\r\n\r\nWhy the service is being proposed; \r\nThe nature of the service; \r\nWho will be providing the service; \r\nWhat are the expected benefits; \r\nWhat are the alternatives to having the service; \r\nWhat are the risks and side effects; \r\nWhat are the likely consequences of not having the service; \r\nWhat are the limits of confidentiality; \r\nbefore asking you to agree to the service."},{"term":"intellectual disability","description":"Someone with an intellectual disability has limitations in thinking and problem-solving skills (also called intellectual functioning) and day-to-day life and social skills (also called adaptive functioning). The problems begin in childhood and last for the person’s whole life. Each person with an intellectual disability is different and might need a different kind of support."},{"term":"Psychoeducation","description":"Information and teaching to empower a person with a mental health condition to cope with the condition effectively"},{"term":"Reactive attachment disorder ","description":"Reactive attachment disorder (RAD) is a very specific diagnosis that can only be made by a qualified psychiatrist, psychologist, or physician. RAD refers to a very limited set of circumstances in which children are thought to not have the opportunity to develop any specific attachment to a caregiver. Onset of the problems must begin before age five and cannot be due to another mental health or developmental problem, and the child must have reached a developmental age of at least 9 months old. Children with RAD cannot or do not seek or respond to any comfort, even when very distressed or hurt. Extremely insufficient care, such as neglect or repeated changes of primary caregivers, without meaningful contact with adults, is thought to “cause” the disorder."},{"term":"resilience","description":"An individual\\'s ability to adapt to stress and adversity"},{"term":"Trauma informed","description":"Trauma-informed care recognizes trauma symptoms in clients and the role that trauma has played in their lives."} ]